Equip – Children & Families Edition

Equip.
In Focus 1
ISSUE 24/ MAR 2015
Will our
faith
have
children?
IN THIS ISSUE
Will our faith have children? Gordon Preece
Welcome the Children
Alison Sampson
Children and families
ministry Beth Barnett
Story Telling Scripture
Colleen Arnold-Moore
Mainly Music as Missional
Activity Denise Cooper-Clarke
Children’s MInistry Book Reviews
Equip.
FocusMARCH 2015
2 In
Equip’s Vision
To equip:
»» Local churches and ministries
to understand and exercise their
God-given mission – global,
national and local – more
effectively in a changing context
»» Christians to think and live
as disciples in every part of
their lives: work, play, politics,
community
»» Australian society to be
characterised by greater truth,
justice, love, respect especially
for the marginalised and
indigenous Australians
»» Evangelicals to dialogue and
work together constructively
despite differences.
Why join Ethos?
»» to integrate your faith and
life more effectively and
imaginatively
»» to access excellent resources,
practical models and ministries
pertinent to your Christian life
»» to be part of a discerning and
trusted Christian response to
issues of public concern
»» to connect with quality people
from other denominations in
the spheres of church, mission,
society and business
An evangelical is someone who
passionately believes the central
claims of the Bible and traditional
Christian faith: such as that Jesus
is both God and man; that he
announced the arrival of God’s
kingdom, that he died for our sins;
that he was raised from the dead.
Evangelicals emphasise personal
commitment to Jesus Christ and a
desire to live out that faith together
and in the community in words
and works of justice and love,
anticipating God’s promised future.
Published quarterly by Ethos
ABN 17344 821 411
PO Box 175
44 Rutland Rd Box Hill Victoria 3128
Tel 03 9890 0633 Fax 03 9890 0700
Email [email protected]
www.ethos.org.au
Editor – Gordon Preece
Board Chair – Brian Edgar
Equip is an official journal of Ethos.
Its purpose is to inform and encourage
readers about evangelical initiatives at
home and abroad and inspire thinking
and action concerning communication
of the gospel in a changing Australia.
Ethos does not necessarily endorse
all the views printed in Equip. Instead
articles are included to encourage
discernment and debate on key issues
for Australian Christians.
Other Members of EA Family:
EA Foundation
Chair – Bob Simpson
Tel 03 9890 0633
Email [email protected]
www.ea.org.au
Christian Management Australia
National Director – Gary Williams
Tel 07 5533 2039
Email [email protected]
EA Insurance
For churches and parachurch ministries
Manager – Neil Bull
Email [email protected]
Tel 03 9890 6851
Calendar of Kids Ministry
Training 2015
28 February Ministry to Children Conference, Crossway Church, 2 Vision Drive, E.Burwood
12–14 March Godly Play Core Training, East Melbourne
28 April—1 May Leaders to Go, Stanwell Tops (NSW) Held every two years, Leaders to Go is the only national conference dedicated to equipping
‘leaders of leaders’ in Childrens and Families ministry. Put together by an experienced team of ministry practitioners and with excellent presenters, it is a unique opportunity for peer-to-
peer networking and learning.
30 May Stories of Childhood Playgroup/Preschool Conference, Centre for Theology & Ministry, Parkville
25-27 November & 30 November - 2 December
DA/DS2/3/9019S.15 The Nurture and Spiritual Guidance of Children, Stirling Theological College, Mulgrave - Wednesday - Friday, 26-28 November, and Monday - Wednesday, 1-3 December, 9.30am to 4.30pm daily.
Semester–long or online study units offered in 2015
•
2015 P7210 - Children’s Ministry, Australian College of Ministries
(Online)
•
23 February - 12 June MN-231/MN-402 - Children’s Ministry 1,
Harvest Bible College (Online Higher Education)
Missions Interlink
National Director – Pam Thyer
Tel 03 9890 0644
Fax 03 9890 0700
Email [email protected]
Advertise in Equip
Email [email protected]
for advertising rates
•
4 May - 19 June MNd-101.11 - Children’s Ministry 1, Harvest Bible
College (Online VET)
•
20 July - 6 November MN-207/MN-403 - Children’s Ministry 2,
Harvest Bible College (Online Higher Education)
•
28 September - 13 November MNd-107.11 - Children’s Ministry 2,
Harvest Bible College (Online VET)
In Focus 3
Will our faith have children?
T
he theme of our first Equip
for 2015, maintains our metatheme for the last two years,
‘the hopes and fears of all the years’.
Here we focus on children, often,
as our first two writers remind us,
expected to be seen and not heard
in church, leaving the adults alone
for AO church, as a rehearsal for later
leaving the church, as recent research
shows.
We twist the theme of John H. Westerfhoff’s
classic 1976 book (rev. 2000) Will our
Children Have Faith? Christian education, to
Westerhoff, modelled itself on the instructional
paradigm of secular schools. Instead of faith
formation occuring in various contexts -- the
family, church, school, and church school
-- religious education is relegated entirely to
Sunday morning classes. There children learn
biblical facts, but will they learn or experience
faith? If ‘it takes a village to raise a child’
how can we be parishes or communities of
faith and character that nourish and nurture
children’s faith, instead of only teaching them
facts or morals?
Despite our sentimentality, that children are
to be passively cared for, caring is devalued
in our society, by association with women.
Someone warned me not to stereotypically
have all women-writers on this topic, but I
could only avoid it thanks to Justin Denholm,
a volunteer apprentice children’s minister,
and Philip Hughes providing reviews.
Thankfully we have three of six male Sunday
Club teachers at Spotswood Anglican. And
thankfully, we have outstanding women
writers and children’s education practitioners
in this edition.
Alison Sampson kicks off with a heart-felt and
well worked out apologia for children staying
in church and actively learning with and from
adults in a liturgical and musical context
conducive to active learning, remembering,
and Christ-like character formation. Beth
Barnett seeks to go behind the stereotypes
of children as ‘trouble or trophies’ to tap
into their potential as part of God’s people,
active, living limbs and hearts of the body
of Christ. She rightly sees this as a matter
of generational justice, restoring children to
their rightful place with Jesus in the heart
of our life, as his apprentices, not mere
appendices to our church growth, heady
teaching, adolescent entertainment agendas.
She warns us against moral prophylaxis and
parental self-justification, being justified by
the moral behaviour and exemplary family
values of our kids. The cartoon she includes is
a magnificent warning against collapsing the
riveting multi-coloured and layered meanings
of scriptural stories into the black and white
moral of the story.
..Barnett also warns against ‘educational
paralysis as a substitute for discipleship’.
A kind of Sunday School Naplan with
performance markers and painting by
numbers can divert spiritual desire and deflate
the daring adventure of discipleship. I’m
reminded of Harry Chapin’s wonderful songline ‘roses are red young man and green tree
are green’ with the teacher incriminating the
child’s playful, colourful imagination. Finally,
Beth warns against ‘Putting all our eggs in the
Sunday basket’, forgetting that the awe is in
the ordinary, the weekday worship of everyday
life (Rom 12:1,2).
Our resource section is rich in models for
putting these warning and positive proposals
into practice. Denise Cooper-Clarke describes
the highly effective Mainly Music model for
reaching ot to the unchurche. Colleen ArnoldMoore critically affirms the imaginative and
tactile Godly Play model and how to adapt it
to an Australian, not U.S. context. Reviews by
Justin Denholm, Bp.Philip Huggins and Philip
Hughes of recent Australian research and
Dorothy Hughes’s (no relation) calendar of
coming training events show the resurgence
in the sense of importance of childrens’
ministry.
Three other books worth mentioning
regarding children are Fiona Stanley et al’s
challenging Children of the Lucky Country?:
How Australian society has turned it back
on children and why children matter; Patrick
McKinley Brennan’s brilliant collection The
Vocation of the Child, especially Bonnie J.
Miller-McLemore’s measured resurrection
of the role of chores in children’s lives in
a consumerist society; and Mary Anne
Gordon Preece
Phemister’s biography of Wilberforce’s unjustly
forgotten Clapham Sect member, playwright,
poet and Sunday School founder Hannah
More: the Artist as Reformer, is a reminder of
what Sunday Schools meant for the general
and biblical literacy of the poor. At a time
of grave educational inequality and biblical
illiteracy within and without the Church our
female writers imitate her and challenge the
men amongst us also to educate our, and
where possible others’ children also, in the
scriptural texts that give substance to our life,
young or old.
Gordon Preece is Director of Ethos
and Minister of Spotswood Anglican
Also many thanks to Gina Denholm for
her excellent copy-editing
4 In Focus
Welcome the children
T
ime and again in the school
playground, someone will
wander over and say, laughing,
‘I know what you’re doing for Easter/
Christmas/Hallowe’en!’ I have three
primary-school-aged children, and
they let the whole school know –
friends, parents and teachers – when
it’s a special time of year. ‘We’re going
to church,’ they will say, ‘and we’ll
have a really long service, and then a
midnight feast!’
At a glance, children’s ministry at our church
looks like a disaster. There are no exciting
programs with carefully constructed ageappropriate activities; no passionate teachers
who devote their lives to the children; no
Sunday school; not even a children’s talk. But
at one time or another, most of the children at
our little church have thrown a tantrum when
they couldn’t go to church, or when it was
time to go home; and many visiting children
have enthused to their parents and begged
to come back. Given we have no special
children’s program, what is it that draws
children in?
It’s very simple, really: we expect our children
to participate fully in the worship service, and
we write them into its performance.
We didn’t always do it this way. But as a
tiny congregation struggling to cope with
an influx of children, we were forced to
consider how to care for them. We read about
children’s faith development and learned that
Christian thinkers and educators have long
recognised that people come to faith primarily
by engaging in the practices of faith. So we
began to think about faith as a gift from God,
encouraged and nurtured by exposure to the
ways of faith as expressed by the gathered
community. As such, we began to understand
faith as a culture that children would absorb
when they copied the adults around them.
Therefore, we came to the conclusion that
our children needed to be alongside adult
practitioners of the faith as much as possible.
Setting up a program which formed teacher–
student or entertainer–audience relationships
would not achieve this, particularly if it ran
concurrently with the worship service. Instead,
we invited our children to be present at the
primary place we gather as a congregation,
to stand alongside the adults and build the
intergenerational relationships that would
ignite their faith.
As we reflected further, we also began to
realise that having our children present
during the service would help us more
completely embody the priesthood of all
believers. While few churches dispute that
children are members of the body of Christ,
not many make room for children to exercise
their priestly gifts during worship. But when
children are excluded from participating in and
contributing to the service, we all lose out. The
children learn that their gifts are not needed
or important, the adults miss out on the gifts
that children bring, and the worshipping
community no longer reflects the full body of
Christ as constituted by that congregation.
And so we began to keep our children in.
Once we had decided to keep our children in,
we had to interrogate our service. We weren’t
interested in dumbing things down. We were,
however, interested in finding ways to add
movement and symbolic actions that would be
interesting to children.
Our church uses a formal liturgical style, and
we began to realise that it is well-suited to
children. We repeat many songs and prayers
each week, which makes it easy to memorise.
Every regular attender has parts to say each
week, and so it was easy to write children
into these spoken parts. We also added a
procession and a few small dances, we moved
from spoken prayers of intercession to prayer
stations with playful symbolic actions, and
In Focus 5
we invited the children to set the communion
table each week.
Of course, the ways we wove children into
our service reflected the service style.
Churches with different styles would need to
find different ways to incorporate children;
however, the questions to ask would be
similar. For example, must worshippers sit
still, or can people move about? Must all the
words change every week, or could there be
some regular responses that could be learned
by heart? Could these responses be sung, and
thus more easily memorised? Must a sermon
be purely cognitive, or could we preach using
narrative or other forms? Can a sermon
engage people at different levels? Must
the walls be largely undecorated, or could
banners or icons or other liturgical imagery
enrich the space, giving children things to
look at and wonder about? By asking these
and similar questions, and by thoughtfully and
respectfully trying new approaches, a church
can develop a service that is more welcoming
to children.
Moreover, a service that engages children
may also benefit adults. Many churches
require a high level of literacy from its
worshippers, as the service works its
way through ever-changing responsive
readings and prayers, and uses a cognitively
challenging sermon style. Yet not all adults
are literate or verbally oriented or capable of
abstract thought. If the needs of children are
being overlooked, chances are that the needs
of some adults are also being ignored: adults
who have intellectual disabilities, and adults
who operate best in visual or other sensory
modes. By welcoming children in, we may find
ourselves more welcoming to adults.
Even so, some adults can be quite resistant
to having children present during the worship
service. One of the problems is an often
unspoken attitude that children are somehow
‘other’. Instead of honouring them as full
members of the worshipping community and
encouraging their presence during – and
therefore accepting how they change the
shape of – worship, we sometimes regard
children as inherently different. Thus they are
removed lest they disrupt or challenge adult
behaviours and attitudes during worship.
For example, at our church, some adults have
said that, while they love the idea of children
being in the service, they find them too
distracting. This is not because the children
run around screaming in quiet times. It is
because, in the words of one member, ‘they
are too cute’ and some adults find themselves
watching the children playing quietly on the
floor when they should be ‘focusing on God’.
They would prefer the children to be out
for more of the service so that they are not
distracted by them.
Implicit in this is the idea that worship
requires a quiet individualistic stance, and that
a successful worship service is one in which
adults can focus on a God found in abstraction
or silence or long words. The presence of
children challenges this stance, because they
do move about, they do look cute, they do
boom out comments and questions from time
to time, and they do become restless when
a sermon goes on and on and on with no
imagery or stories that they can latch on to.
Therefore, welcoming children invites us to
distinguish between private devotion and
public worship. The former can be quiet,
introverted time; but the public liturgy is
different. Public liturgy is a time for the whole
community to worship God together. If we aim
for perfection by cutting out anything that is
messy or semi-articulate, then it is no longer
the offering of us all. But when we allow
children to interrogate our worship practices,
we are more able to offer the worship God
desires: the worship of the whole community,
not just that of verbally capable adults. And
we are all called to worship, so our services
need to reflect this. Rather than setting the
different approaches and needs of children
and adults in opposition, the challenge for
the church as the body of Christ is to find
ways to incorporate all of these expressions
into the body. This work may feel daunting,
but if it is viewed as an opportunity then the
experience of worship for all of us can be
deeply enriched.
Including children in the liturgy does more
than add a bit of movement and colour to the
service. They are also a physical reminder of
the incarnation. We believe in a God made
visible in human flesh, in the softness and
weakness and neediness of a newborn
babe. The first visitors to see Jesus found
him swaddled and lying in a crib; a nursing
mother holding her baby is the richest icon
we can have for this. As a toddler, Jesus and
his family fled their country; refugee children
remind us of his vulnerability and poverty.
The boy Jesus asked difficult questions at
Alison Sampson
the temple; the piercing questions of an
older child might evoke the same defensive
awkwardness in us that the temple authorities
experienced. God was first made known to
us in a child, and the presence of children
in worship can illuminate and expand our
understanding of this fundamental declaration
of our faith. Their presence also reminds
us that the sacraments are not rewards for
right knowledge, but pure gift. The presence
of children can help save us from a gnostic
approach to our faith.
Of course, children are not present purely for
adult faith formation. Instead, children must
be present in the service because, like adults,
they have needs which can only be met
through worship. Like adults, children need
to respond to God’s gifts, offer praise, make
statements of faith, acknowledge the spiritual
dimension of their lives, make confession,
and exercise their spiritual imagination. The
worship service is the primary gathering of
the faith community, the locus and high point,
the first educational experience, and the place
where the people of God begin to live out what
it means to be faithful; children need to be
part of all this. And in being present, children
will absorb the practices of faith, and master
the work and play of worship.
And if the children in our community are
anything to go by, this can lead to a strong
sense of belonging to the church, and a
lasting commitment to the faith.
Alison Sampson is the Associate
Pastor at the South Yarra Community
Baptist Church, and a regular
contributor to Zadok Perspectives and
her www.theideaofhome.blogspot.
com.
6 In Focus
Children and Families Ministry
– Reflecting on Our Conventions, Intentions and Inventions
I
n 2003, when George Barna’s
Transforming Children into Spiritual
Champions appeared, practitioners
and advocates in children and families
ministry in Australia collectively
cheered with joy, and wept tears as
we read in print familiar phrases we
had been scratching in frustration on
the back of the store cupboard door.
A mainstream ministry voice was
speaking about children.
Children’s ministry is accustomed to being
the expendable church budget line, and
the apprentice talent pool from which other
ministries fish for those who are ready for
‘real’ and ‘serious’ ministry opportunities.
Children’s ministries are accustomed to
neglect, lack of consultation and make-shift
planning and resources.
Barna shone the statistician’s spotlight on
children’s ministry, and he did so in a way that
woke up a generation of pastors and church
leaders and left them blinking and dazed, just
as the last generation to experience the norm
of suburban Sunday School culture – who had
left the building for good – were starting to
have their own children.
acknowledge the home as the primary site of
spiritual nurture. The last decade has seen the
rise of parent resources for faith in the home:
Orange, Faith@Home in the US, BRF’s Faith in
Homes in the UK, and Growing Faith among
other locally produced resources.
While these movements all contribute to
a more integrated and healthy approach
to the spiritual lives of our children, they
nevertheless represent add-ons to a system
fundamentally running the same paradigm. We
have added some good things, but they have
had to operate within the same structure.
In our endeavours to think strategically and
theologically about the role of children and
families in faith communities, and in the broad
story of the gospel, we contend with the
reality that ministry and mission with children
in churches has grown somewhat by default.
Decisions have been shaped, not primarily
in light of best thinking and practice around
children, but through the knock-on effects of
other agendas. Children are sent straight to
their program without shared worship time
in order to make space for more adults in the
‘main’ service, but at the cost of the children
Beth Barnett
being able to observe adult faith in action and
worship. Or the gifted Sunday Club leader with
a passion for opening the Bible with kids is
noticed for his gifts and recruited for use in
‘up front’ ministries. Such (real) scenarios are
all too common.
By and large, the content and structure of
children’s ministry has been contingent on
a range of traditional and contemporary
cultural assumptions about church for grown
ups. For example, best practice clearly sides
with supporting parents in having regular,
integrated, natural faith-talk with their kids at
We began to hear more frequently the figures
that indicate that churches with dedicated
children’s ministry staff, intentional and
proportionately budgeted programs and
resources for children were growing churches.
We also began to hear that the overwhelming
majority of ‘decisions for Christ’ or ‘faith
commitments’ or ‘conversions’ are made
before the age of 14. Twenty years later, this
statistic is finding its natural counterpart in
current studies seeking to understand the
departure of young people from churches by
the age of 14. I can’t help thinking that the
baseline set of assumptions around these two
sets of data bears further investigation.
Barna’s work focused a great deal on
resources as indicators of priority, and
triggered a flurry of effort to employ children’s
ministry staff. In the context of a culture
where children are viewed generally as either
‘troubles’ or ‘trophies’, specialised programs
for children have become a badge of being a
growing church.
Alongside Barna’s call to the church to step up
to the responsibility it holds for children came
a call to recognise the limits of the church’s
role in the faith formation of children, and to
© Dave Walker, CartoonChurch.com. Used with permission.
In Focus 7
home. An easy way to promote and resource
this is to align preaching texts and children’s
program materials, but it is a rare preacher
who will adapt his or her preaching to follow a
series proposed by the children’s team.
At this point, I must gratefully acknowledge
that in my decades of children and families
ministry and mission adventures I have been
incredibly blessed to work with some church
leaders who have broken these norms and,
at least for a season, allowed a community
to be shaped by negotiation, recognising
the vulnerability of children, as well as their
strength of contribution, as models of the
kingdom in our midst. I have tasted the
goodness in not making our choices for
children a by-product of other decisions and
mechanisms in church life.
Nevertheless, despite these miraculous
seasons, the models were easily overturned
and challenged by winds of change, new
leadership and restructuring. To many
in church leadership, the idea of making
decisions based on intergenerational
factors is just too countercultural to be
sustainable – yet. Extensive conversations
with colleagues across the denominations and
across the hemispheres indicate that this is
representative of a pervading legacy and the
current state of play in a majority of contexts.
While Barna’s research left most of the
assumptions about how adult church works
unchallenged, he did raise the profile of
children within our communities, hitting the
‘growth anxiety’ nerve with his findings on the
connections between healthy churches and at
least some kind of attention towards children.
Beyond a general call to commit to a greater
degree of intentionality in resourcing ministry,
there are some important trends in the content
of how we tend to the faith of children that
merit some re-evaluation and reform. Here
are just three that I think are high in the minds
of many children and families practitioners
and are good topics for conversation and
reflection in our communities of faith: the
smoke screen of moral messages across our
gospel engagements, the thinning of holistic
discipleship into educational mimicry and the
contest of time and resources and energies
expended on Sunday.
Children’s ministry as ‘moral
prophylaxis’
The moral anxiety of parents and communities
is revealed in both the social agendas of
ministries and the content of teaching
programs. Children’s talks and associated
ministry materials all routinely address this
anxiety. Despite the libertine morality of adult
sexuality and material consumption of twentyfirst Australian culture, moral judgments on
children as a reflection of parenting success
are as conservative as ever. Particularly in
middle-class and affluent families, children
are expected to maintain highly structured
lives of training and discipline in skill
acquisition. Children’s programs, curriculum,
devotional literature and even so called
Children’s ‘Bibles’ are typically overlaid with
a hermeneutic of moral imperatives and
behavioural norms. Dave Walker, the UK
church cartoonist has a frame, which perfectly
depicts this phenomenon:(bottom previous
page)
While tongue-in-cheek, this cartoon captures
the essence of many Sunday School curricula
quite accurately: from the Exodus to the
journeys of Paul, the bottom line for kids is
often a message of moral conformity.
This is a result of several things: the way
children are viewed – as both vulnerable to
corruption and a threat to adult honour – and
a poor sense for what the Bible is actually
saying to human community of all ages. In
the shift towards resourcing parents in the
role of faith nurture, we must beware that
‘integrating’ faith and life in the home doesn’t
deteriorate into co-opting faith as a blunt
instrument for coercing good behaviour, or
simply become a euphemism for (politically)
conservative ‘family values’. Robust faithforming interactions in the home will be full
of unresolved questions, possibilities worth
exploring further, challenges back and forth,
as well as dark chortles and shocked gasps at
the scandalous stories of the text as they have
been passed down to us. Jael, Jacob, Ruth,
Rhoda, Hophni and Hosea are tear-jerking,
laugh-out-loud, you’ve-got-to-be-kidding
examples of God’s interactions with his
people. If we don’t find ourselves gobsmacked
8 In Focus
by them, we’re misreading fairly badly.
Let’s be sure not to underestimate the value
of allowing children to drink deeply of the
details and texture and culture and vocabulary
of the Bible, and having the rich Word of God
as a ready resource. Often our approach to
opening the Bible with children diminishes
the complexity of the text, which has the
capacity to draw their curiosity back time
and time again; instead, we flatten the text
to something ‘accessible’. The compulsion to
add a moralised teaching point is often more
to satisfy an adult need to feel like we have
taught something – that children have ‘got
something out of the lesson’ – and betrays,
I think, a lack of conviction that the Bible is
worth knowing deeply and intimately as the
truly powerful, inimitable Word of God, for all
people, for all time, for all ages.
This is especially important in missional
contexts, like school-based programs, in
which the moral preferences of parents can’t
be assumed – nor is it our call to make moral
claims in these settings. In my experience of
teaching CRE in Victorian State Schools over
the past 20 years, focusing on the Bible as
the central text and using it in an open and
scholastically critical manner – read with
inquiry and scrutiny, rather than used as a
source of abstracted didactic principles – has
been the key to maintaining a relationship of
trust and transparency.
In the past, an apologetics based or moral
agreement appears to have been a valid way
to engage. It went something like: ‘You wish
you were good? Then here’s the good news
for you…’
We now don’t have moral consensus, so this
is not a shared starting point for evangelism
with adults, and it creates walls if we make
it the starting point with children. I do think
that the gospel has moral implications – but it
is the gospel itself that is primary, and moral
reform is consequential. It is the witness of
scripture that we trust as the foundational
engagement by which children or adults can
know God, not shared moral ground.
Educational paradigms as
substitutes for discipleship
In Australian culture, childhood is almost
synonymous with education and schooling. It
seems self-evident to us that children should
be educated, that they should be in school,
and that ‘progress’ in education, against a set
of milestones, provides a reliable template for
normativity. We diagnose children who don’t
follow the template with a variety of labels,
mostly ending in ‘disorder’.
In schools we routinely sort children according
to age and expect them to conform to some
approximate alignments in skill and interest.
This kind of sorting certainly has its uses, but
we do well to reconsider why churches also
use this kind of system as a reference grid for
children. Most often, children are considered
in terms of an educational framework. Indeed,
the origins of ‘Sunday School’ lie in a genuine
philanthropic movement that aimed to provide
basic literacy and numeracy to the childlabourers of the urban poor in Gloucester.
Although many churches have now moved
away from this as a title, the paradigm
of learning and education still remain the
primary way children are provided for and
expected to participate.
with raw, unfiltered genuine emotion; they
are impulsive with passion, compassion and
repulsion. They do their meaning-making in
visible and immediate ways. They are able to
sustain a cycle of wondering and questioning
with a seemingly endless search for ‘why?’
with breathtaking philosophical stamina.
Their ‘wow’ at the wonder of creation doesn’t
wait for Sunday for moments of worship;
their hunger for the big stories of meaning in
which evil is defeated and truth and honour,
compassion and hope triumph calls ‘more,
more!’ daily – not just once a week; our
opportunities to love and serve our neighbours
and our enemies with them abound.
Moreover, it is often the most antiquated
models of education – those in which children
are passive recipients of adult knowledge –
that is replicated in our faith communities.
When I train young people for service in beach
mission teams they express most anxiety
over whether the children will ‘get the point’
or ‘learn anything’ or ‘be able to understand’.
Children are constantly learning – we don’t
need to worry about if they are learning; the
question is what they are learning. And we
best pay close and analytical attention to the
entire environment and all of the processes
we operate within in order to answer this
question well.
In our time-poor culture, Sunday gatherings
remain contested spaces for all the worthy
priorities for which we gather: artful
expressive worship, humbling faithful biblical
teaching, gospel proclamation and invitation,
the reconciling and interceding work of
prayer, edification of the family of faith, and
exercising of the gifted body of Christ. Many
churches manage a token ‘Kids talk’ (in which
children are passive observers, rather than
actual articulators) and many others manage
the crowded liturgical agenda of music, bible,
prayer, community news, vision casting and
fund gathering by outsourcing their children.
The challenge for us as households, faith
communities or even schools, is to ensure that
we neither deny children learning nor define
children by their learning.
Discipleship is more than learning.
Discipleship is more than training for a future
faith. The call to discipleship is to walk with
Jesus, in the gracious company of the one
who is the Way; the call to discipleship is to
pattern our lives on the cruciform shape of
Christ; the call to discipleship is to participate
in God’s mission and in the service of the body
of Christ.
Putting all our eggs in the Sunday
basket
One of the great joys of children and families
ministry is that most of it, and the best of
it, happens in the local park, by the school
gate, over a coffee next to the sand pit, at
footy training, in the backyard, standing in
the supermarket checkout queue. It happens
in school classrooms, kinder working bees,
parenting groups, community theatre, maths
coaching, birthdays and even Hallowe’en
street festivals.
Children bring the gift of being natural
integrators of life. Sometimes this manifests
in ways that cause embarrassment to adults.
Children see life happening around them
and pose their questions and postulate their
commentary on what they see; they respond
While there is a growing awareness among
ministry observers that in this practice we are
in fact training our children to leave church –
a pattern that we can only hope they will grow
up to rebel against – we also recognise the
superlative nurturing value of an integrated
life of faithful discipleship in the home, in the
community, in family and household small
groups, in summer mission teams, in regular
service projects, soaking in the stories and
images and sayings of scripture, sharpening
the reflexes of daily prayer and cultivating the
habits of other-oriented service.
More and more, we are realising the
alternative spaces in which ministry to our
children and mission with our children overlap
and blur their edges.
More than this, when we do these things as
adults with children in our midst, we have
the opportunity to pay attention to the model
of entry to the kingdom that Jesus gave his
disciples – a model that as adults, we do well
to cherish and heed.
Previously serving Anglican, Baptist
and ecumenical communities in
children and families pastoral, training
and consulting roles, Beth Barnett
is currently a University of Divinity
doctoral candidate, and works with
the Victorian Council of Christian
Education (VCCE) with responsibility
for Learning and Theological
Engagement.
In Focus 9
St James’ Old Cathedral Children’s Chapel:
Story Telling Scripture
Colleen Arnold-Moore
W
e must not underestimate
the significance of Children’s
Ministry. Christian surveys
estimate between 75-83% of
Christians became believers before
the age of 21, leaving only 17-25%
coming to faith as older adults (Barna,
Age of Faith, 2004). So how can the
gospel be presented appropriately
and sufficiently to children while
engaging with their whole person? It
is with this in mind that I approach the
role of Families Minister at St James’
Old Cathedral, West Melbourne.
I first participated in Godly Play as an adult
many years ago after formally studying
and subsequently teaching theology. I was
completely blown away at the scriptural
interaction and presentation. I was not the
only one engaged by the story of God and his
interaction with his people. Many of the adults
and children around me were also completely
engrossed and challenged. How could such
simple storytelling be so powerful?
What this first and foremost reminded me was
that the Bible is mostly narrative storytelling.
Although there are other literary forms in
scripture, we have taken a large step away
from thinking and responding to the Bible as
stories. We have forgotten the power of the
story and how it captures our thinking and our
imagination. We have forgotten the wonder
provoked and prolonged by the actions of God.
One model for children’s worship that aims
to nurture the exploration, engagement and
analysis of scripture is based upon Montessori
educational theories and practice. Central to
this work articulated by Maria Montessori is a
model of exploration, observation, interaction
and independence for the development of the
whole person within a safe and structured
environment. This constructivist or discovery
model encourages children to learn concepts
through discovery by working with materials
instead of learning through direct instruction.
This model was then developed specifically
for the Christian context by Dr Sofia Cavalletti
and Professor Gianna Gobbi, who wrote the
Catechesis of the Good Shepherd. Inherent to
these models is a focus on scripture, liturgy,
prayer, individual response and corporate
worship.
Colleen Arnold-Moore
The story shelves
In these and their subsequent iterations within
Protestant circles, Young Children and Worship
(Sonja M. Stewart and Jerome Berryman) and
subsequently Godly Play (Jerome Berryman),
we can observe the same commitment to
exploration, observation, interaction and
independence for the Christian development of
the whole person within a safe and structured
environment. All three forms provide a way
for the whole person to engage with the
stories of the Bible, from Abraham and Sarah
through to the incarnation of Christ and his
earthly ministry. All three articulate their
worship within the wider church community
and its practice. All three encourage children,
individually and corporately, to wonder about
and explore the person and acts of God with
his people. These varied aspects also provide
the language, practice, models and structure
to enable children to grow spiritually within
the church of God.
It was with some of these key factors in mind
that we have formed our Children’s Chapel.
At St James’ Old Cathedral we have formed
a comprehensive model for our children’s
Christian worship and education. It is
scriptural and liturgical: we model and teach
prayer (using wooden eggs containing prayers,
or the chocolate box of pretend chocolates
with images of things for which to thank God),
participate in confession and repentance
(using water and stones), give glory to God in
song (and with percussion instruments) and
then engage in Bible study (with elements of
investigation, analysis and wonder), using the
Montessori methods of storytelling. This model
uses wooden figures to act out the narrative
and then posits open-ended ‘wondering’
questions to deepen the exegesis of the story
without direct instruction. This ultimately
equips the participants to engage with the
biblical narrative themselves. The new stories
we have written are now collectively called
Story Telling Scripture. After the biblical
presentation in our Children’s Chapel, our
children have the freedom to respond in
a number of ways. These choices include
an artistic response (drawing, collage and
so forth), reading from a large box of Bible
storybooks, or re-telling another story from
its basket. We have unashamedly drawn on
the liturgical practice of the church historical
by following of the shape of the prayer book.
We begin with the whole community, process
out before the Bible readings, participate
together in Children’s Chapel and then return
to celebrate Communion with the entire
congregation.
At the heart of our worship is a three-year
program that covers the overarching scriptural
narrative from Creation through to the New
Heavens and the New Earth in Revelation. We
have set aside a particular space that holds
our collection of story materials. This set of
five (soon to be six) shelves (see above) is
itemised into discrete sections: Old Testament,
10 In Focus
Liturgical (Baptism, prayer, Holy Communion,
Church year), New Testament and Parable.
Within each of these areas are the individual
story baskets or parable boxes. Each story is
encapsulated in a story basket that contains
all the materials (think a number of wooden
people approximately 8-10cm tall, significant
items such as the big fish in Jonah, or
‘artefacts’ such as the temple furnishings of
ark and lampstand) needed for each individual
story. On the top shelf are the larger pieces
such as Noah’s Ark and the Temple or, in the
New Testament, Bethlehem or the Jerusalem
gate.
The use of Montessori-style models fulfils
a number of key goals. First and foremost it
makes the Bible stories more tangible. As an
adult member of my congregation commented
on our model of the Temple in Jerusalem, it
was the first time she had comprehended how
it had actually functioned. Seeing the model
made her conception concrete. Second, these
models provide motor-sensorial experiences
of the story. In the holding and moving of the
figures during and after storytelling, children
are able to learn and engage with the story.
Playing in a hands-on way makes the story
concrete.
Next, the use of these materials allows both
independent learning and also individual
exploration of these stories. One of the most
significant features of these story baskets is
the freedom given to the children to return
to stories we have already told and to re-tell
them themselves. This means that children
do not need to wait for the adults to engage
with a scriptural story but have the means
themselves to tell a scriptural story. Finally,
the use of these models can demonstrate
the links across and between scriptural
stories such as the Ten Commandments
and the Great Commandment of Jesus.
Sometimes the children make the link in the
question/response time or they ask if there
is a similarity or connection between stories
such as Moses and the Manna and Holy
Communion. In each of these instances, the
children are developing biblical theology in
their grasp of the character and actions of the
living God.
We are clearly indebted to the work of Maria
Montessori, Sofia Cavalletti and Gianna Gabbi,
Sonja M. Stewart and Jerome Berryman.
However, within an Australian Protestant
context, some aspects of these programs
have needed tweaking and reshaping. First
among these factors has been the shape of
the 40–41 week Australian school year. Both
Young Children and Worship and Godly Play
presume a 36 week American school year.
This difference is compounded by where
school holidays fall in Australia, typically
including Easter and Christmas. This has
given us more weeks for Children’s Chapel,
immediately requiring the need to adjust the
curriculum.
The next area of reshaping has been to
use the Montessori model of storytelling
within a larger worship service for children.
Our Children’s Chapel is broad in shape,
encompassing features not within the
previous models, which presumed children
accessed these aspects of Christian worship
elsewhere. The addition of repentance prayers
and the declaration of God’s forgiveness is one
such example, as is the inclusion of corporate
and individual prayer. We have also removed
the thanksgiving meal found in Godly Play
because, at St James’, our children return
to share in Holy Communion with the whole
community.
We have also developed a three-year
lectionary that covers the sweep of scripture.
The writing of stories from scripture not
previously covered has allowed St James’
to fill in the missing weeks. Each year we
re-tell stories of Lent, Easter and Advent and
Christmas seasons, as well as Transfiguration,
Pentecost, Ascension, Trinity Sunday and
Christ the King. But around all of these, during
the ordinary time, we work through the Bible
chronologically, from Genesis to Revelation.
Our holiday time is dominated by Parables
(except at Christmas and Easter). Finally, we
have reshaped some of the material to more
closely reflect scripture. It is our hope that
this faithfulness to the Word of God will mean
many different Christian churches from a
variety of traditions will see this as a useful
model for their own children’s ministry.
It is understandable that the development of
these models firstly within Roman Catholicism
and then in American Presbyterian and
Episcopalian circles has made many
Australian Protestants wary of them. But we
should not hesitate when an emphasis on
biblical narrative and structure readily reflects
the priority of scripture for spiritual growth.
We should instead be willing to grasp these
models and apply them in our context. This
storytelling model actively encourages all
participants to engage with the scriptural
stories and partake in the wondering and
questioning. It further equips our youngest
members to begin the lifelong process of
relationship, individual understanding and
interaction with the living God, his character
and work among his people through
community and scripture.
One other aspect has further hindered the
development of these forms of children’s
ministry: that is, the inaccessibility of
materials, whether through the prohibitive
costs of international shipping or the minimal
selection created here in Australia. In either
instance it has been expensive to set up and
maintain this form of children’s ministry.
These difficulties are compounded by the
lack of instruction or pattern within the Godly
Play material on how to make your own
materials. In its precursor, Young Children
and Worship, patterns and material lists are
included with the presumption that leaders
will either make or commission the needed
figures and buildings. Our Children’s Chapel
has benefitted from these patterns, and has
developed further figures for the stories we
have written augmented by select materials
purchased locally and from the United States.
In our synthesis and redevelopment of these
Montessori models, closely based on scripture
and the historical practice of the gathered
Church, St James’ Children’s Chapel has
created a new model for children’s ministry
and worship, incorporating Story Telling
Scripture. We have made the decision that
our Children’s Chapel is not childcare, it is not
a sports or games session or school, nor is
it craft activities to fill time while the adults
are fed. Instead, Children’s Chapel is worship:
worship especially tailored for children ages
4–12 years. If indeed most Christians come
to faith before the age of 21, then we, the
church, must develop solid, age-appropriate
and biblical models to nurture and grow our
youngest members into faith.
Colleen lectured and tutored at Ridley
College for 10 years in Systematic
Theology and Church History. In 2013
Colleen became Families Minister
at St James’ Old Cathedral, West
Melbourne. Married to Tim ArnoldMoore with 3 children, Colleen enjoys
reading and playing PS3/PS4 games
with her children — or even alone!
In Focus 11
Mainly Music as Missional Activity
Denise Cooper-Clarke
I
n the increasingly secular and
post-Christian cultural context of
contemporary Australia, churches
can no longer rely, certainly not solely,
on attracting non-believers to big
events, whether they be outreach or
worship, no matter how well run and
good quality such events are. We
also need—and many would argue
this is the most important strategy for
evangelism—to engage with people
where they are: a ‘missional’, rather
than ‘attractional’, model of church.
But this model need not exclude some
programs, where such programs or
groups are designed to provide a
bridge between local communities
and the church community. One such
program, which can be very effective
in drawing children and families into
the life of the church, is Mainly Music.
Mainly Music is a preschool music program
that began in 1990 and is now run by many
churches throughout Australia and New
Zealand. It is open both to church members
and the general community. It has proven to
be very popular, and many churches have
waiting lists to join. At our church, St. Hilary’s
Kew/North Balwyn/Mont Albert North, we run
four groups per week at three sites, and are
planning a fifth this year. We could probably
run more, being only limited by the number of
volunteers required, which is around six per
group (of up to twenty families).
Why are preschool music groups
so popular?
From a young age, most children love music.
Babies are soothed by the sound of singing.
By twelve months, children dance, move in
time to music and develop favourite songs.
But it’s not just about enjoyment: parents
are advised to encourage and promote their
children’s musical experiences because, as
psychologist D’Arcy Lyness puts it, ‘Kids who
grow up hearing music, singing songs, and
moving to the beat are enjoying what experts
call “a rich sensory environment”. That’s just
a fancy way of saying they’re exposed to a
wide variety of tastes, smells, textures, colors,
and sounds. And researchers believe this
forges more pathways between the cells in
their brains.’
And it is active participation in music, not
just listening to it, that makes the strongest
neural connections. It is claimed that children
who play or sing music regularly do better in
reading and maths, focus better, play better
with others and have higher self-esteem
(http://kidshealth.org/parent/growth/learning/
preschool_music.html). That is a pretty strong
incentive for parents to get their preschoolers
involved in music!
Why is Mainly Music so popular?
Parents have many different options when
it comes to preschool music groups and
programs. There are a number of reasons why
a Mainly Music group might be more attractive
than some others. First, it is very affordable,
usually $5 per family per week, paid only on
the weeks when they actually attend. This low
cost is achieved by running the group with
volunteers rather than paid music teachers,
though no doubt some volunteer leaders are
trained in music. Second, it caters for all ages
of preschoolers: parents (or grandparents or
other caregivers) are welcome to bring along
three or four (or more!) preschoolers, even
babies, whereas many other music programs
are directed only at a specific age group.
Third, many parents have a really happy
experience and often invite their friends. I
would also hope that parents experience and
appreciate the genuine care of Mainly Music
volunteers, for both them and their children.
On the other hand, for parents who are
atheists or have, perhaps with good reason,
hostile attitudes to the Christian faith, the fact
that Mainly Music groups are run by a church
and on church property could be a negative.
And once people come along, the ‘God-talk’
at Mainly Music, though gentle, is overt. There
will be one or two songs out of a dozen or so
that talk about God – usually focusing on God
as creator of people (and animals) and on
God’s love and care for all people. This is not
done in a preachy way, rather an invitational
one: ‘Families (are) given a chance to think
about the God-part of life’. From time to time,
there are invitations to Mothers or Fathers Day
breakfasts, parenting courses, special Easter
and Christmas events designed for families or
courses such as Christianity Explored. These
invitations are made by the leaders, but even
more important are the personal invitations
from participants who are church members.
What happens at Mainly Music?
Mainly Music runs like a franchise, with a
central administration, and churches need to
obtain (and pay for) a licence to run a group.
This gives the church access to the recorded
songs for which Mainly Music holds copyright
as well as the words of those songs which
can be put into a power point show. There are
many CDs of the songs available, with new
ones coming out regularly. Mainly Music also
Denise Cooper-Clarke
sends regular newsletters with suggestions
for ways to run the groups, especially ways to
introduce matters of faith, and runs training
courses. They are quite prescriptive about
how the sessions run: a half hour of music
using authorised songs followed by morning
tea, preferably with home-baked goods, and
then an informal play time, which can run for
quite a while as children play and adults chat.
Six volunteer leaders are required – two to
run the singing, two to welcome and register,
and two to prepare and serve the morning
tea for adults and children. This means there
are a good number of church people to form
relationships with the children and families,
and to pray together for the ministry. It is
also important – especially where leaders
or helpers are older people – for volunteers
to include some Christian parents and
families: they are the natural peers of other
participants, their children form friendships
with each other, and in this context it becomes
easier to invite participants to other events,
including, if they develop an interest in the
Christian faith, outreach or worship services.
What do children learn at Mainly
Music?
It’s not just a matter of singing some
children’s songs and encouraging the children
(and parents) to sing and dance along. There
are songs that focus on keeping a steady
beat, and those that use different kinds of
rhythm, or teach the children to copy rhythms.
There are songs that include fast and slow,
and soft and loud. There is a segment that
uses instruments from the ‘instrument
bag’: wooden rhythm sticks, shakers, and
bells. There are songs that combine simple
movements such as clapping, stamping,
patting, blinking and so on, all of which teach
concentration and body control. There are
songs that teach numbers (Three jellyfish,
five red balloons) and songs that teach body
parts (Heads and shoulders, knees and toes
and I woke up this morning with dancing
feet). Although the session leaders are not
professional music teachers, the songs
continued over
12 In Focus
used are designed to help children learn
co-operation and how to follow instructions,
alongside growing their numeracy and literacy
skills and developing gross and fine motor
skills.
Spirituality for the
Classroom
What is the ethos of Mainly Music?
Bishop Philip Huggins adapted launch Address
on 3rd February, 2015.
As the Mainly Music website puts it: ‘The
dream we have for your Mainly Music
experience is that you’ll find the session
a safe, nurturing space where connection
occurs’ (http://www.mainlymusic.org/). This
connection occurs in a number of dimensions.
First, it occurs between the child and the
parent or caregiver: this connection can be
continued throughout the week as they sing
the songs together at home. Some songs
specifically focus on the caregiver-child bond.
Second, connection occurs between the
adult participants – usually young mothers,
for whom the session may be one of their
few experiences of getting out of the house,
talking with other adults, sharing their joys
and difficulties, being encouraged and forming
new friendships. Mainly Music groups are
usually multigenerational, so first time mums
can interact with other new mothers as well
as with those who have several children, and
with grandparents.
Finally, there is the connection with the church
community, which may lead to exploration
of faith and commitment to Christ. As the
Mainly Music website says, ‘We’d love you
to connect with the local church who make
the session happen. Churches are more than a
place of spiritual nurture; they’re also a place
of community and friendship. Many churches
provide practical assistance – like marriage
ceremonies and baby dedications as well as a
place for you and your family to explore God.
They provide help through the tough times –
like conducting funerals, counselling, or food
parcels’. That’s a big call – and churches that
offer Mainly Music need to be willing to follow
through and make real connections with
families. If they do, Mainly Music has great
potential to be truly missional.
Denise Cooper-Clarke works as a
volunteer for ethos and is involved
in music ministry at St Hilary’s Kew/
North Balwyn/Mont Albert North,
including Mainly Music.
W
yn Moriarty’s book is written
with a noble purpose and
is full of helpful, important,
PhD research-backed insights. Before
reflecting on its content, I give you Dr
Moriarty’s own words on the genesis
and purpose of the book:
The seeds of this book were sown nearly
10 years ago, soon after I began volunteer
teaching Religious Education in state
schools in Victoria. As a retired teacher
I became aware of the difficulties faced
by RE volunteers, who often had minimal
training for a difficult and responsible task.
One difficulty was overcoming the cultural
gap between older volunteers who had
grown up within the church, and children
in the twenty-first century growing up in a
technologically sophisticated world but mostly
in total ignorance of the Bible, and without any
religious affiliation.
To bridge this gap I undertook a research
project to discover something of the innate
spirituality of contemporary children, and
how this is expressed in a secular world. I
am indebted to the children I interviewed for
showing me their sense of wonder and the
transcendent, their meaningful relationships,
and the way in which they develop their
values and aspirations, usually without a
religious language or worldview. Analysis of
these findings was the basis of my thesis and
this book.
My goal is to help teachers of Christian
Religious Education to create a classroom
environment more sensitive to the children’s
individual spirituality. For me this means less
prescribed instruction and busyness, but
providing children with Biblical narratives
which speak for themselves, and more time
and space for reflection. This is to assist
their individual spirituality to eventually grow,
in some cases, into personal faith in Jesus
Christ, and for all children to develop a sense
of wellbeing, and life-affirming values.
The book was originally written for volunteers
in secular schools. Christian Religious
Instruction in these schools is undergoing
great cultural challenge and change. A recent
visit to ACCESS ministries has shown me that
this organisation is making a valiant effort to
meet these challenges, already making some
changes to curriculum style I suggest in my
book. However I believe that there are still
philosophical and political issues relating to
religion in state schools to be addressed.
The book is also relevant to teaching
Religious Education in faith-based schools
and children’s ministry in a parish setting.
It acknowledges the spiritual needs of the
children’s teachers and ministers. The book
aims to assist the process of development
of children’s pre-religious spirituality into
mature personal faith, through the nurture
of a faith environment: that is, the church
community with its sacred stories, its beliefs
and practices.
Wyn’s book is written in our perplexing
context, where spirituality is vivid in daily
life and yet the public discourse is that
this generation is somehow different to
all preceding generations. Wyn wisely
recognises this current public mindset, whilst
reminding us of both the universal yearnings
of all people and the particular nature of
childhood spirituality. She writes for a society
In Focus 13
in transition, needing religious education
teachers who are thoroughly and professionally
qualified, competent in educational theory
of child development and with a sensitive
understanding of contemporary children’s
spirituality. Plainly, too, she hopes religious
educators will be attentive to their own faith
development and respectful of other faith
traditions in our transitioning multicultural and
multi-religious society.
For some years I have represented our
church on the Multifaith Advisory Group to the
Premier and State Minister for Multicultural
Affairs. Accordingly, I have participated in the
discussions provoked by controversy around
ACCESS Ministries’ approach. In the public
domain, this is where debate has focused:
on allegedly poorly-trained, proselytising
amateurs with dangerous access to children.
Lobbyists, including The Age, have focused
on this and on federal funding of chaplains to
state schools, seeing these as remnants of a
perceived unhealthy link between church and
state. Their campaigns have been assisted
by well-publicised failures and also by the
concurrent tragedies unveiled in evidence to
the Royal Commission on Institutional Child
Abuse.
Personally, I remember with gratitude some
of those ‘amateurs’ from my childhood as
people of gracious faith in the love of Jesus.
Wyn provides this balance too, affirming many
beautiful souls who have conveyed God’s love
in Word and deed.
Whilst all this in public debate goes on
children are growing up with, as Wyn conveys,
their unique spiritual capacities:
Wisdom: a way of knowing and being,
that takes small children beyond the limits
of ordinary, everyday experiences into a
deeper stream of consciousness where
they connect with people beyond the
limits of time and space. Every parent and
grandparent has an experience of ‘out of
the mouths of babes …’
Wonder: experiences that can involve
feelings of awe, connection, joy, insight,
and a deep sense of reverence, unity and
love.
Relationship: refers to compassion and
sensitivity to others’ needs often displayed
by young children. Their first responses are
to be helpful.
Wondering: refers to young children’s
capacity to consider questions of ultimate
concern (such as questions about infinity,
God and death) because of their openness,
vulnerability and tolerance for mystery.
Seeing the Invisible: this includes altered
consciousness which some young children
experience, such as seeing angels, or an
aura around people, or expressing a more
intuitive way of knowing than is usually
expressed by older people.
Wyn’s research also demonstrates that
there are children having their own spiritual
experiences looking for a narrative that
explains and interprets who they are and
what they feel. The story of Mary (p.58), who
saw an angel, touched me deeply. Aged 6,
she was in hospital. When her parents left
her overnight she was feeling very scared.
Suddenly an angel appeared and said, ‘Don’t
be afraid. I’ll stay with you tonight. I won’t
leave you tonight. And I’ll be there with you
tomorrow.’ Mary described the angel as
wearing a gold dress and a bright thing on her
head. She had wings. Although Mary only saw
her briefly, she was aware that the angel was
still present with her. Significantly, Mary said
‘That night I wasn’t scared.’
Thank God little Mary had Wyn’s warmth and
attentiveness to help her tell and understand
her experience. How many such children are
without a sympathetic and intelligible setting
for understanding the divine love for us all!
This takes us to the heart of why Wyn’s
book is so timely and helpful. The essence
of the good news, which Wyn restates with
theological depth and clarity, is that God loves
all and each of us with the utmost personal
knowledge. God yearns for our freely chosen,
ever-deepening communion. The One who
was, is, and is to come, gifts us with life and
accompanies us all the way to abundant and
eternal life.
To know we are loved like this is such a
blessed and wonderful gift. We are bound to
want every child to know this so they can
have this peace and confidence as life’s
adventures unfold. Tragically, as we know,
many children are growing up without this
blessed assurance. They do not see faith lived.
They do not see parents and grandparents
saying their prayers. They are not taken into
sacred spaces to smell incense, light candles,
sing ‘Alleluia’. Their kinder or school may be
ambivalent about angels and shepherds and
Magi and baby Jesus in a Christmas manger.
Then, too, we think of children growing up
amidst wars raging in homes of domestic
violence. We think about the impact of
incessant media violence: wars raging out of
television sets and media games portraying
savagery, harsh voices and acts of brutality;
so vivid, scarring young imaginations
relentlessly.
God knows, our world leaders and all adults
need to reorientate and see the world afresh
through the eyes of children! Amidst so much
that evokes fear and drains hope, we have
worked ourselves into a space where we
cannot say clearly, with wonder and delight to
our children, ‘Jesus loves me, this I know.’
This all points towards the moral and political
implications of Wyn’s Spirituality for the
Classroom. If Wyn’s book is taken seriously
it is revolutionary! Recasting economic and
social policy so we see the world through
the eyes of children and protect their
enchantment in childhood is one thing.
Recreating the space in which we can sing
Jesus loves me innocently as gift, is quite
another.
Wyn reminds us of Jesus’ words and our
responsibility:
Take care that you do not despise one of
these little ones: for, I tell you, in heaven their
angels continually see the face of my Father
in heaven. (Matthew 18:10) This is the sober
side of Jesus’ beautiful, loving invitation: Let
the children come to me ...
Through her Spirituality for the Classroom,
with its lovely cover painting Wondering, by
Alec Stevenson, looking to be down beside
the seaside on the beautiful Bellarine, Wyn’s
loving influence is extended as a blessing to
all God’s children.
Philip Huggins is Bishop of the North
and Western Regions of Melbourne
Anglican Diocese.
14 In Focus
Review of “Children and the Church:
Jesus brings the child to a place in the middle”
by Vivienne Mountain (Christian Research Association, 2014).
The Value of
Sunday
School
W
hat is the place of children
in the church? How should
the structures of our
church programs and services be
developed so as to most faithfully
serve our children and families?
What do children have to teach the
broader church, and how might our
understanding of God be shaped
by ‘becoming like children’? These
are all questions that I’ve asked and
discussed with other people in the
church, and in recent years it seems
that they are being asked more
frequently. ‘Godly play’ and ‘Messy
Church’ programs are frequently
encountered, with enthusiastic
proponents. Vivienne Mountain’s
book, then, is a timely contribution
to a field of reflection about how our
theology of children and the church
is being incorporated into practice in
Australia today.
Potential readers should be aware that this is
not primarily an introduction to Child Theology,
although it does include a historical overview
and good bibliography for those who want to
pursue these ideas further. Instead this book
starts from the assumption that the reader is
reasonably familiar with the Child Theology
Movement, and focuses on the question of
how the insights from the movement are
being incorporated into practice in a variety
of churches around Melbourne, based on a
series of research interviews conducted by
the author. Working around themes such as
‘Blessing the children’, ‘Change and become
like a child’ and ‘Placing the child in the
midst’, Mountain explores the impact and
practical outworking of Child Theology in
different church contexts, with both senior
ministers or pastors and those working
particularly with children being interviewed.
I was especially struck by reflecting on the
significance of Jesus ‘blessing children but
calling adults to repent’, with certain groups
within the Child Theology Movement rejecting
original sin and the need for (particularly
young) children to repent. The difference in
emphasis between adult and child here is
challenging both theologically and in terms of
church praxis. Mountain’s interest is primarily
in reporting the influence of these ideas in
churches rather than arguing for a particular
Rev Dr Philip Hughes
Justin Denholm
viewpoint, but her highlighting of theological
assertions such as this is helpful for engaging
with the influence of the Movement as a
whole. Leaving aside the theological debate
this raises for consideration of the practical
impact, on one level, this insight could provide
a helpful way to frame children’s ministries
around blessing, too, rather than confrontation
regarding sin and need for repentance.
However, if adults and children are to be
approached in a fundamentally different way,
it seems to me to raise additional problems
where ‘child’ and ‘adult’ again are regarded
as separate and distinct, rather than part of
a fully integrated church. Again, Mountain’s
focus lies on surveying the impact of Child
Theology rather than expounding it, but her
treatment of these ideas as they arise forms a
useful backdrop for those us approaching this
topic as newcomers.
As a lay person developing an interest in Child
Theology (and actively working to develop a
children’s program in a local church!), this
book introduced me to some challenging
ideas. While I would have appreciated a
more systematic consideration of how to
incorporate its theological insights into church
contexts, this book has raised interesting
questions for me, and offered some good
suggestions for pursuing this topic further.
This book will be of primary interest to those
already engaged with some elements of Child
Theology or children’s ministry, but those open
to new insights into our life together will also
find ideas worth engaging with here.
Justin Denholm is a father of three and
apprentice children’s ministry worker.
He lives with his family and small
flock of chickens in Brunswick West,
Dr Juhani Tuovinen (Tabor College, Adelaide)
has put together a report on the value of
Sunday School. The report is based on some
items in the National Church Life Survey of
2001. While the data is now 14 years old, it
does indicate some trends which are worthy
of reflection.
Historical notes
The Sunday School movement was started
by Robert Raikes in Gloucester, England.
Raikes was concerned that the prisons were
full because children received no Christian or
moral education. Most children were working
the rest of the week, and so he started a
school on Sundays to provide some basic
education for them.
Dr Tuovinen reviews the literature on the
history of Sunday Schools in Australia. The
first Sunday Schools began in Australia in
1810. At the beginning, they also offered basic
education in literacy and numeracy, as well
as morality and religion. As Protestant day
schools were handed over to the government
in the 1870s, Protestant churches focused
their Sunday School programs increasingly on
religious education. In the 1960s and 1970s,
Sunday Schools went into decline. Rather than
catering for large numbers of children from
the local neighbourhood, they were attended
mostly by children whose families were
involved in the church.
Tuovinen quotes the American study by W.
Haystead (1995) in which Haystead argues
that Sunday School is still the best agency
of the church for ‘effective education and
outreach’. Haystead sees four important goals
of Sunday Schools as:
•
winning people to Christ;
•
teaching God’s Word;
•
building supportive relationships; and
15
•
encouraging Christian service (Haystead
1995, quoted by Tuovinen (p.15)).
However, Tuovinen quotes a more recent
Australian study by D. Goodwin (2012) as
arguing that there needs to be more attention
to the way children are embraced by adult
members of the church and given involvement
in church services, as well as being involved
in activities where they can find Christian
friends.
What activities lead to faith
Tuovinen’s analysis is based on National
Church Life Survey data from 2001 about
what activities were most significant in
helping people come to faith. Within the
analysis detailed in the report is an important
story about the comparative influence of
church services and Sunday Schools in the
development of faith.
Respondents to the NCLS 2001 were asked to
note two activities (from a list which did not
include family) that had contributed to their
coming to faith. Four types of activities were
shown to be most important.
•
28% of respondents indicated church
services or Mass contributed to coming
to faith;
•
15% Sunday school / Sabbath school or
kids club;
•
12% a church youth group; and
•
9% religious education or Scripture in
school (Tuovinen p.23).
He also notes that 7 per cent of all attenders
said that among the two most significant
people in showing what faith was were
Sunday school / Sabbath school teachers.
To some extent, these reflect what activities
respondents were involved in when they
were growing up. Just 17 per cent of the
Catholics attended a Sunday School, for
example, compared with around 70 per
cent of Protestants and 57 per cent of
Pentecostals (p.47). In comparison, he noted
that 27 per cent of Catholics attended a
church youth group, compared with around
50 per cent of Protestants and 44 per cent of
Pentecostals. Tuovinen found that girls more
than boys indicated that Sunday Schools were
significant in their coming to faith, while youth
groups had equal impact on girls and boys.
Differences by age or cohort and its
significance
There are very significant differences when
one examines the age of the person and their
indication as to whether the major influences
were church services, Sunday school, youth
group or religious education in school.
Among those under 50 years of age, just
20 per cent indicated Sunday School was
significant in coming to faith, compared with
40 per cent of those aged 80 and older. In
comparison, for those aged under 30, more
than 30 per cent indicated that youth group
had been significant, compared with less than
15 per cent of those aged 60 and older.
In other words, in recent years, Sunday school
has decreased considerably in importance
for people coming to faith while youth groups
have increased markedly. Tuovinen also
found that youth groups were identified by
respondents as having a greater impact
than Sunday Schools on their continued
involvement in Christian community. Tuovinen
responds to this by suggesting that ‘as a
matter of urgency churches need to face
this problem to overcome the decline [in the
influence of Sunday Schools]’ (p.104).
However, one might put this finding in another
context. In past generations, particularly prior
to the 1970s, the process of coming to faith
was one of socialisation of the child into the
community of faith. It was generally expected
that children would take up the identity and
traditions of their parents, and these patterns
were reinforced in childhood by Sunday
School.
Since the 1970s, in an age in which individual
choice has been given much more attention,
young people have seen faith as something
they should choose for themselves. They have
assumed that it was a decision of lifestyle
that they would make for themselves in their
teenage years (Hughes 2007, chapter 3). In
general terms, then, the change in importance
for faith development from Sunday School
to youth group reflects the change in culture
from modern to postmodern. Children’s
ministry still has a role to play, but the
decisions about faith made by the teenager
have become increasingly important, and the
context of these in the communities of faith
of their peers must be recognised. In our
day and age, churches cannot rely on what
happens in Sunday schools, or in other forms
of ministry among children, for commitment
to or understanding of faith. For young
people today, the more critical decisions and
development of understanding and patterns
of church involvement mostly occur in the
teenage years.
Rev Dr Philip Hughes has been
a senior research officer with the
Christian Research Association since
its foundation in 1985.
In Focus
15
Engage with
Ethos
JOIN ETHOS
Name
Church Name
Organisation Name
Postal Address
Email Address
INDIVIDUAL PARTNER
Member – $275
Member (Low Income) – $120
Subscribe to Equip & Zadok – $120
Subscribe to Equip only – $50
Subscribe to Equip only (Concession) – $40
Subscribe to Zadok only – $70
CHURCH & ORGANISATION AFFILIATES
Alpha – 3 copies Equip each quarter – $70
Beta – 3 copies Equip & 1 copy Zadok
Perspectives & Papers each quarter – $120
Delta – Combination of Equip and Zadok
Perspectives & Papers to a maximum of 8 copies
of Equip and 2 copies of Zadok each quarter.
(Please note change) – $250
Indicate number of Equip
Indicate number of Zadok
*Prices included GST
DONATE TO ETHOS
I would like to make a once-off donation
to the work of Ethos:
$30
Other $
$100
$200
$500
I would like to contribute monthly
to the work of Ethos:
$
Payment Details:
Please debit my:
Cheque/Money Order OR
Visa
MasterCard
Card No
Protection Code
(last 3 digits in number above signature)
Expiry Date
Name on Card
Cardholder’s Signature
Call the office to arrange direct payment.
Please complete response slip and return to:
Ethos: EA Centre for Christianity and Society
ABN 17 344 821 411
PO Box 175, Box Hill Victoria 3128
Tel 03 9890 0633
Fax 03 9890 0700
Email [email protected]
16 In Focus
REGISTRATIONS THROUGH RIDLEY MARKETPLACE INSTITUTE BELOW
http://www.ridley.edu.au/events/event/faith-work-award-dinner/
FOLLOW THE PROMPTS ONLINE TO BOOK YOUR PLACE